Among the graduates, 65% are allowed to use their tablet in class, but only a third of them use it on a regular basis. Among the students who do not bring their tablet to school, half of them prefer to use a laptop while others state that their iPad is simply not useful in CEGEP.

This study seems, at first glance, to challenge the colleges’ response to the digital tools used by today’s youth. Le Portail talked with Nicole Perreault, community leader for the ITREP Network, who deals with this issue on a daily basis.

Technological tools should support the acquisition of competencies, skills and higher knowledge, not the opposite

Nicole Perreault states, from the outset, that she has some reservations about this type of study on the use of tablets. According to her:

It is not the tool that matters; it’s how we use it. In high school, if the student developed digital skills with a tablet, this student, when in CEGEP will have the choice to either continue using a tablet or experiment with another technological tool, such as a laptop, unless the program of study imposes the use of software applications available only on a particular tool.

However, according to our observations students entering CEGEP know how to use technology but only at a functional, recreational and superficial level. They have significant information processing weaknesses such as:

Defining a research topic

Identifying key words

Evaluating the reliability of sources

Analysing and summarising information

Furthermore, we observe a lot of plagiarism in higher education. We are very far from an effective use of technology for learning.

“This debate puts a damper on what is of most importance: the knowledge, know-how and soft skills associated with the use of digital technology”

Nicole Perreault believes that what really matters is that our students develop skills in finding, processing and presenting information, that they know how to collaborate in a network and know how to use technology in a responsible and efficient way. These are skills that are essential for pursuing studies, for their future professional life and even for people’s daily lives.

It is important that our students use technology that supports other skills. In this context, questioning the use of tablets seems to be an unnecessary debate. We are missing the point: knowledge, know-how and the soft skills associated with the use of digital technology are what matter most, no matter what tool is used. Whether I learned how to drive in a Volkswagen Beetle or a BMW isn’t important. What matters is that I have developed skills that allow me to be a safe driver. The same reasoning applies to using technological tools to acquire competencies, skills and higher knowledge. It is not the use of the tool as such that is important.

Tablets or laptop: is a debate still necessary?

About 6 years ago, we observed a general enthusiasm for the tablet and approximately 40 projects using tablets were created in the college network for different programs. The APOP, in collaboration with the Cégep de Rivière-du-Loup, even developed the Éducapplis website, an app directory for tablets and their pedagogical use. The overall interest in tablets seems to have decreased and we note that there is an increased interest in laptop projects for the programs.

As I mentioned earlier, the learning acquired on a tablet is easily transferred to a laptop and vice versa. What is important is to know how to use the technology with the other skills required in the labour market or at university.

Dealing with this reality in 2018

Nicole Perreault sees herself as an educator. “In my opinion, technology is there to support pedagogy, not the contrary”. But she reminds us that CEGEPs are higher education institutions and that most students are young adults. This is not the first time in the CEGEPs’ history that new technology has been introduced. Some of you will recall the introduction of tapes, videos, television, even calculators…

At first, calculators were not welcomed in the classroom: students had to learn how to calculate by hand. Today, we know that calculators are very useful for carrying out complex calculations rapidly and that they are very efficient. We use this time now for other activities that are more complex.

The technology is here to stay and I don’t see myself forbidding its use to higher education students. Of course, managing classrooms in the digital era entails numerous challenges but it also provides an opportunity to reflect on one’s pedagogy and on “composing with the situation.

The smartphone challenge

Reacting to the challenge that smartphones have become ubiquitous in our lives, Nicole Perreault states that a recent study [in French] shows that 94% of students own a mobile phone. Knowing this, maybe we should consider how best to use this tool in an academic context.

I believe that it can be done. The use of smartphones is forbidden in some colleges, in some classrooms or by some teachers. But for how much longer will that last? It’s hard to say. On the other hand, some teachers are interested in the potential use of mobile phones, while nevertheless respecting their own needs. Many teachers are at ease with technology while others are less so. Some experiments allow us to see where teachers stand on the use of technology with their students and how teachers might better deal with it.

A digital badge project to certify and recognize the mastery of informational and digital skills

In order to support the mastering of digital and informational skills, the ITREP Network created the ICT Profile for College Students. The ICTProfile.ca, hosted by Profweb, provides resources for teachers and students to support them in the development of their skills. This framework is used more and more in the college network and has generated many projects, including the digital badge project. Five colleges are currently experimenting with the granting of digital badges to students to certify and recognize their mastery of ICT Profile skills.

In addition and parallel to the experimentation on digital badges, we are developing a website, “BadgeCollegial.ca” where each college will benefit from its own space to grant their own badges, to recognize either formal or informal skills, prior learning or student involvement.

Some digital badges developed by the ITREP network to certify the mastery of the different skills and objectives of the ICT Profile.

Still much reflection and research to come

New and more sophisticated tools may appear; it will always be up to us to know how and why to use them. Teachers will always have to ask themselves, “How can I use this to improve my students’ learning?” This reflection, which has already started, by the way, will inevitably have to be carried out in the next few years. Experimentation in the college network has shown that technology used appropriately has a positive impact on student success. There is still, however, much reflection and research required on this subject.

About the Author

Alain Lallier He started his teaching career in philosophy at the Cégep de Trois-Rivières. He moved on to become director of pedagogical services then director general. In 1991, he was named director general of the Cégep du Vieux Montréal where he remained until he retired in 2003. His entire professional career focused on ensuring quality teaching in the cégeps. Throughout his career he was involved in various projects of the college network, such as Performa, college level research, setting up the RISQ network, the colloquium for the 20th anniversary of the CEGEPs as well as the development plan for the Fédération des cégeps. He was one of the initiators of the Portail du réseau collégial project.

Resources published by EDUQ.info

Your Collegial Network Resources

ACPQ

The ACPQ (Association des collèges privés du Québec) is an umbrella organization for 25 college-level teaching establishments subsidized by MESRST. The ACPQ brings together teachers, administrators, and personnel of member colleges for pedagogical workshops that it organizes annually. It also manages support programs for research and international activities.

APOP

APOP meets the professional development needs of teaching personnel by offering online professional development and moderation activities. The purpose of these services is to support teaching personnel in their use of technology on the job. From an introduction to the features of a software application to the development of scripted teaching strategies, concepts are updated in terms of practices and emerging needs.

AQPC

The AQPC (Association québécoise de pédagogie collégiale) promotes the support and development of college educational mastery through gatherings and publications to foster the sharing of experience as well as the adoption of research results, pedagogical innovations and information technology. Among the AQPC’s activities is their annual symposium and the Pédagogie collégiale journal.

ARC

ARC (Association pour la recherche au collégial) works to promote research in college-level establishments. ARC is there to promote research and provide information to college network teachers who might wish to conduct research.

CCDMD

The Collegial Centre for Educational Materials Development (CCDMD) produces computer-based resources and printed documents for teachers and students of the Quebec college network. It has an impressive catalogue of educational materials and participates in a number of highly interesting projects for college teachers, including Netquiz Web, the World of Images collection as well as symposiums produced in tandem with the AQPC to improve teaching skills. The CCDMD works for you and with you!

CDC

The CDC (Centre de documentation collégiale) is the only unique library focusing on college education. The CDC has a mandate to serve francophone and anglophone Cegeps, both public and private, across Quebec. Its collection has been developed specifically to meet the information needs of teachers, professionals, managers, researchers and future teachers of the college network.

Cégep à distance

Cégep à distance is a college dedicated to distance learning. It hosts a diverse student population with a significant student population referred from within the college network. By the very nature of its courses, the Cégep à distance is at the avant-garde of technology. It makes much of the teaching material that it designs available to teachers in the Quebec college network.

DECCLIC

The corporation Plateforme collégiale DECclic hosts and maintains the Moodle environment along with other related services. It also moderates the DECclic community with online help, professional development, and network activities.

IT Rep

The IT Rep/REPTIC Network is a community practice of pedagogical counsellors responsible for the integration of ICTs into Quebec colleges. IT Reps work with teachers at their school to support the pedagogical integration of ICTs. The IT Rep also ensures that the resources of ICT partners have concrete benefits in their setting.

Performa

Performa is a partner dedicated to the professional development and training of ICT savvy teachers. Performa brings together a faculty of the Université de Sherbrooke and 61 college-level institutions. Performa provides access to accredited professional development activities specifically adapted to the needs of college network teachers.

Profweb

Profweb shares inspiring teaching practices in addition to providing articles on educational and digital news from the Quebec college network. Profweb also promotes digital resources related to teaching and learning in colleges and offers a calendar of events. Finally, Profweb offers college teachers a free web hosting environment for their educational projects.

VTÉ

The mission of Vitrine Technologie-Éducation (VTÉ) is to promote and support integration of technology into postsecondary education. The VTÉ is recognized for its technology watch activities, whose results are relayed to the entire network. The VTÉ also disseminates pedagogical resources through means of its rich and comprehensive CERES catalogue—a veritable treasure chest!

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